31978 Sup courses delivered Online

Learn how to carry out a Person Centred Review based on the values of person centred thinking. Course Category Person Centred Planning Inclusion Strategic Work Visioning and Problem Solving Description Person centred planning is a way of expressing a set of inclusive values through a unique range of tools and techniques. The most commonly used person centred tool is a Person Centred Review – and it shows these values in action. All person centred planning tools and processes are driven by a commitment to achieve inclusive outcomes for the person whose plan it is, and the young people involved are always present throughout their planning session. The focus of all person centred approaches is the whole person irrespective of the label they carry. Two people, a process facilitator and a graphic facilitator, typically facilitate plans. The role of the support service staff in this work is as a facilitator not as an expert participant, problem solver, assessor or provider of consultation. Person Centred Reviews like MAPS and PATH are especially effective tools in planning transitions and annual review processes for young people with additional support needs and for through-care planning for young people who are looked after or accommodated. Over time person centred working will reveal areas of unmet need in current provision and thereby inform the ongoing strategic planning within any particular region. Testimonials Be the first…. Learning Objectives To Explore the values underpinning person centred working To show how person centred planning with Person Centred Reviews naturally captures young people’s strengths and capacities A demonstration of how person centred reviews encourage meaningful consultation and participation with young people (particularly for those who cannot make their views known in typical ways To show how Person Centred Planning leads to the building of stronger parent/school partnerships To indicate how person centred planning can promote multi-agency teamwork and shared responsibilities To increase understanding the how of process and graphic facilitation in person centred work. Who Is It For ? Teachers and School Staff Education Services Social Care Staff Health Professionals Transition Coordinators Family Support Workers Link Workers Course Content An introduction to the person centred planning Person Centred Reviews – live demonstrations of process in action followed by real time coaching of facilitation skills. We would stress that this is an introductory day and that participants will be expected to make plans for their own follow up and further practice of the tools covered in the course of the day. If you liked this course you may well like: PERSON CENTRED PLANNING USING PATH AND MAPS

This workshop gives an opportunity to focus on the emotional needs of children and young people and how to meet these. We lift the lid on an emerging urgent inclusion issue, meeting the emotional well being of all children. In one year 1300 young men committed suicide in the UK. In the UK the commonest cause of death among those aged 16-35 is suicide. Online Course now available via Teachable Platform – Understanding children’s Emotional Needs Learn at your own pace… lots of text and video support Course Category Behaviour and Relationships Meeting emotional needs Early Years Inclusion Description This workshop gives an opportunity to focus on the emotional needs of children and young people and how to meet these. We lift the lid on an emerging urgent inclusion issue, meeting the emotional well being of all children. In one year 1300 young men committed suicide in the UK. In the UK the commonest cause of death among those aged 16-35 is suicide. 1 in 4 women experience domestic violence and 2 women a week are killed by a current or ex partner. We need to find ways to allow children to unclench their hearts and learn to experience, process, communicate and manage their own emotional lives for their own and for the good of the wider community. Testimonials Be the first…. Learning Objectives Increased understanding of emotional needs Access to a wider range of practical strategies to impact on meeting emotional and behaviour problems Deeper understanding of core values surrounding inclusion Opportunity to reflect on professional attitudes and behaviour towards children and their emotional challenges New skills and processes to make emotionally challenged children’s inclusion and achievement more successful Who Is It For ? Early years and school based practitioners Key workers Teaching Assistants with support roles Heads and deputies SENCOs Advanced skills teachers Primary and secondary classroom teachers Parents Local authority support services Course Content Shared experiences of teaching and parenting around emotional well being Circle of Courage as away of understanding emotional needs Fathers, mothers and sons and daughters Drinking and drugs, filling the emotional void Depression and suicide Anger and violence Solution Circle Problem Solving What children really need

This workshop gives an opportunity to focus on the emotional needs of boys and how to meet these. We lift the lid on an emerging urgent inclusion issue,namely meeting the emotional needs of boys. Everyone knows a boy. They may be pupil, son, brother, parent or partner. Boys when they become adults are over represented in the prison, and mental health system. Course Category Meeting emotional needs Description This workshop gives an opportunity to focus on the emotional needs of boys and how to meet these. We lift the lid on an emerging urgent inclusion issue,namely meeting the emotional needs of boys. Everyone knows a boy. They may be pupil, son, brother, parent or partner. Boys when they become adults are over represented in the prison, and mental health system. In one recent year 1300 young men committed suicide in the UK. In the UK the commonest cause of death among those aged 16-35 is suicide. Three men for every one woman kill themselves every year (Guardian, June 2006). 1 in 4 women experience domestic violence and 2 women a week are killed by a current or ex partner. Boys and men are a major concern. We need to find ways to allow them to unclench their hearts and learn to experience, process, communicate and manage their own emotional lives for their own and for the good of the wider community. Testimonials ‘Thanks for a super day, lots of good ideas for our citizens of the future. We need to offer them the best and what we would offer our own children’?? ‘Enjoyed the day very much. Brilliant ideas and lots of food for thought. Will use the solution circle. A great tool!’ ‘went well and the ethos/participation was commendably facilititated. well done’. ‘Wonderful day!’ ‘Still getting lots of positive messages this end.’ Learning Objectives Increased understanding of boys’ emotional needs Access to a wider range of practical strategies to impact on meeting emotional and behaviour problems Deeper understanding of core values surrounding inclusion of boys Opportunity to reflect on professional attitudes and behaviour towards boys and their emotional challenges New skills and processes to make boys’ inclusion and achievement more successful Who Is It For ? Early years and school based practitioners Key workers Teaching Assistants with support roles Heads and deputies SENCOs Advanced skills teachers Primary and secondary classroom teachers Parents Local authority support services Course Content The course explores the questions : Is there a problem with boys? What can we do to meet the emotional needs of boys? What helps? What should our priority be with boys? This workshop will explore: Cultural and historical expectations of boys in our society Shared experiences of teaching and parenting boys Circle of Courage as away of understanding emotional needs Fathers, mothers and sons Drinking and drugs: filling the emotional void Depression and suicide Anger and violence Solution Circle Problem Solving around boys needs What boys really need

About this Virtual Instructor Led Training (VILT) This 3 half-day Virtual Instructor Led Training (VILT) course will help participants grasp the idea of real-world risk management and how this relates to the cyber world. The VILT course will cover topics surrounding identifying cyber risks and vulnerabilities, guidance on applying administrative actions, and comprehensive solutions to ensure your organization is adequately secure and protected. The VILT course will guide participants on how to conduct a security risk assessment for their organization, and equip them with the skills to develop a risk compliance assessment plan as well as methods to develop risk management strategies which can improve their organization's security posture. The VILT course has at least a 30% hands-on approach through the use of Table Top Exercises. The VILT course will cover the following modules: Introduction to Risk Assessments (RA) Threat Actors and Their Motivations Threat and Risk Assessment Critical Controls Identification Maturity Assessment Treated Cyber Risk Profile Target Cyber Risk Profile and Strategy Target Audience The VILT course is intended for professionals responsible for organizational information and security system and those involved in operating and maintenance of critical information and IT network & sotware systems. Professionals who are designated as the Single Point of Accountability (SPoA) as well as system auditors will find this course useful. Course Level Basic or Foundation Training Methods The VILT course will be delivered online in 3 half-day sessions comprising 4 hours per day, with 2 x 10 minutes break per day, including time for lectures, discussion, quizzes and short classroom exercises. Course Duration: 3 half-day sessions, 4 hours per session (12 hours in total). This VILT course is delivered in partnership with ENGIE Laborelec. Trainer Your expert course leader is a is specialized in cybersecurity risk management. Before joining ENGIE, she worked for The National Cybersecurity Agency of France (ANSSI) based in Paris (France) and for Deloitte Belgium located in Zaventem (Belgium). She has been involved in cybersecurity projects focusing on the principle of protecting critical infrastructures. Her different experiences in Cyber Security, Anti-Money Laundering and Global Trade Compliance (including Export Control and Customs) gave her the opportunity to use methodologies tackling strategic, operational and financial control issues at all levels of an organization: people, business processes, IT applications and infrastructure, legal and regulatory compliance. She was an EBIOS Risk Manager (RM) trainer while she worked for the French government; EBIOS RM is the French method for assessing and treating digital risks. She also had the opportunity to represent France towards European institutions and other relevant stakeholders for topics related to cybersecurity risk management. POST TRAINING COACHING SUPPORT (OPTIONAL) To further optimise your learning experience from our courses, we also offer individualized 'One to One' coaching support for 2 hours post training. We can help improve your competence in your chosen area of interest, based on your learning needs and available hours. This is a great opportunity to improve your capability and confidence in a particular area of expertise. It will be delivered over a secure video conference call by one of our senior trainers. They will work with you to create a tailor-made coaching program that will help you achieve your goals faster. Request for further information about post training coaching support and fees applicable for this. Accreditions And Affliations

This is a practical ‘non medical’ day for front line practitioners working with children and young people with serious attachment issues arising from loss, trauma and abuse. We look at what Psychology may help us in our understanding of children who have faced issues with love and attachment. Splitting, handling projected feelings, constancy and permanence are explored. Online Course now available via Teachable Platform – Understanding Attachment Learn at your own pace… lots of text and video support Course Category Meeting emotional needs Behaviour and Relationships Inclusion Teaching and Learning Description This is a practical ‘non medical’ day for front line practitioners working with children and young people with serious attachment issues arising from loss, trauma and abuse. Drawing from the international research and literature and our own experience over many years as educational psychologists of the challenges of children with major social and emotional needs, we will explore together what the best practice can and could look like. We explore the language of attachment and outline very practical classroom strategies. We look at what Psychology may help us in our understanding of children who have faced issues with love and attachment. We explore the feelings of being on a desolate island of relational poverty or to imagine swimming with sharks. We explore the themes of violence, anxiety and experience of being a victim as young people grow older. We look at telling lies and explore how we can respectfully understand this. We reveal the new and innovative compass of vulnerability – the cognitive errors to which some are much more vulnerable. We look at triggers, self regulation and unpack a range of strategies.  Transference and counter transference are examined along with splitting, handling projected feelings, constancy and permanence. We explore what young people with these difficulties really need from us. We also spend time looking at the emotional impact on practitioners working with children with such needs and what helps at an personal and team level. We can all do something – we do not have to wait for expert therapists to arrive!  Testimonials Very moving presentation I will always try and think behind the behaviour now It had a huge impact on all levels We all seem to need it Belonging and feelings are so important Very user friendly Excellent! Learning Objectives Increased confidence regarding developing inclusive practice for children with serious attachment needs in mainstream schools Simple understandable explanation of attachment understood Access to a wider range of practical strategies to impact on social and behavioural needs Deeper understanding of core values surrounding inclusion of emotionally disabled children Opportunity to reflect on professional attitudes and behaviour towards parents and pupils with complex emotional needs New skills, scripts and processes to make inclusion successful Who Is It For ? Practitioners working in schools and other settings with children and young people of all ages Key workers Teaching Assistants with support roles Heads and deputies SENCOs Advanced skills teachers Primary and secondary classroom teachers Parents Local authority support services Course Content The course explores the questions : How can we start to develop an understanding of children with attachment needs? What is the true impact of loss, trauma and abuse? What else can we do to go about including high profile children or young people with challenging emotional needs? What useful psychological constructs can we use to guide us? This course also explores practical strategies and language for key adults rebuilding relationships with individual pupils. This is a participative day that aims to be explorative and practical. Opportunities to develop empathy with the children of concern will be created.

This training is aimed at developing Person Centred Planning – for Local Authority, School or Multi Academy Trust professional teams. Parents and carers can also participate in this training. One day introduction to underlying values and practicalities of approach in schools – 100 people 2 Day skill training for 30 participants to learn PATH planning skills 1 day follow up after 3 months to problem solve issues and celebrate what achieved. Person Centred Planning (PCP) is a way of expressing a set of inclusive values through a unique range of tools and techniques. The most commonly used person centred tool with children is a PATH – and it shows these values in action. Why now? The Children and Families Act 2014 sets out clear principles for supporting and involving children and young people in all aspects of the support and planning of their special educational need. The Special Educational Needs and Disability Code of Practice: 0 – 25 years provides the statutory guidance relating to part 3 of the Children and Families Act 2014. Embedded in its principles is the need for a stronger focus on the participation of children, young people and their parents/carers in decision making at both individual and strategic levels. The use of Person Centred Approaches provides the opportunity to fulfil those principles. Working in this way ensures the CYP and their parents/carers are at the centre of all decision making and future planning. It provides an opportunity to engage directly with children and young people to discuss their needs, and plan how they can achieve the best possible outcomes. This should be integral to all planning for children and young people with Special Educational Need and Disability (SEND) throughout their lives. Education Health Care Planning processes are required to be truly person centred at every stage, including annual reviews, so understanding this way of working has never been more essential. Is this different to what we do already? This person-centred way of working offers a radical new approach to visualising planning, empowering and directly involving children and those that care about them throughout planning meetings and allowing for inclusive, creative methodology which builds on and challenges existing practice in schools. Core principles The focus of inclusive, person-centred working is first and foremost on ordinary needs and not solely on special needs. – Being somebody – Contributing by sharing gifts and capacities – Knowing people and having relationships – Having choice and control – Sharing ordinary places – being present in local spaces and having a valued role there The training is delivered by Inclusive Solutions who are Educational Psychologists with a national reputation for training and person centred planning with schools over the last 16 years. In this training, you will learn how to facilitate with a child, family, team or an organisation to think together around their preferred future or about a challenge or issue. Here is an opportunity to experience first-hand the person centred, futures planning tool – PATH (Pearpoint, Forest et. al. 1989). This course will provide participants with a practical introduction to person centred planning and approaches, including examples of best practice in using person centred approaches in schools. The course will explore the underlying values of person centred approaches, provide an introduction to the person centred planning tools and link this to national policy and guidance. Participants will gain: 1 Knowledge of person centred planning and approaches 2 An understanding of how person centred approaches can be used in schools 3 A basic knowledge of the person centred review process and where to find out more information 4 The skills to gather information about what is important to and for the children and young people they support 5 An understanding of PATH and situations in which this process could be used in school The course answers these questions: • What are person centred approaches? • How can we use person centred approaches in our school? • What is person centred thinking and how can it be used in schools? • How can we learn about what is important to and for the child or young person and share this information? • How can we make sure that the child is at the centre of their annual/transition review?

This is a practical ‘non-medical’ day for front line practitioners working with children and young people who have experienced serious trauma in their life. We work to strengthen understanding of children who have faced issues of trauma emerging from abuse, violence, loss and family breakdown. Online Course now available via Teachable Platform – Impact of Trauma Learn at your own pace… lots of text and video support Course Category Meeting emotional needs Behaviour and Relationships Inclusion Teaching and Learning Description This is a practical ‘non-medical’ day for front line practitioners working with children and young people with serious issues arising from trauma. Drawing from the international research and literature and our own experience over many years as educational psychologists of the challenges of children with major social and emotional needs, we will explore together what the best practice can and could look like. We explore the language and key concepts of trauma and outline very practical classroom strategies. We look at what Psychology may help us in our understanding of children who have faced trauma. We explore the themes of: Hyperarousal Intrusive thoughts Constricted lives We look at triggers, self-regulation and unpack a range of strategies.  We explore what young people with these difficulties really need from us. We also spend time looking at the emotional impact on practitioners working with children with such needs and what helps at a personal and team level. We can all do something – we do not have to wait for expert therapists to arrive!  Testimonials I had no idea… It had a huge impact Belonging and feelings are so important Excellent! Learning Objectives Increased confidence regarding developing inclusive practice for traumatised children in mainstream schools Simple understandable explanation trauma understood Access to a wider range of practical strategies to impact on social and behavioural needs Deeper understanding of core values surrounding inclusion of emotionally disabled children Opportunity to reflect on professional attitudes and behaviour towards parents and pupils with complex emotional needs New skills, scripts and processes to make inclusion successful Who Is It For? Practitioners working in schools and other settings with children and young people of all ages Key workers Teaching Assistants with support roles Heads and deputies SENCOs Advanced skills teachers Primary and secondary classroom teachers Parents Local authority support services Course Content The course explores the questions:What does it take for a child to:Feel safe and secureMourn the past traumaReconnect with ordinary relationships with children and adults?How can we start to develop an understanding of traumatised children?What is the true impact of trauma?What else can we do to go about including high profile children or young people with challenging emotional needs?What useful psychological constructs can we use to guide us?This course also explores practical strategies, concepts and language for key adults rebuilding relationships with individual pupils.This is a participative day that aims to be explorative and practical. Opportunities to develop empathy with the children of concern will be created.If you liked this course you may well like:FRESH APPROACHES TO BEHAVIOUR AND RELATIONSHIPS

This is our lead workshop/training day on behaviour and relationship work in Primary and Secondary schools and Academies, as well as Early Years, FE and adult settings and is both a values primer and a practical guide to successful innovative strategies for improving behaviour and strengthening relationships for challenging children and people of all ages. Course Category Behaviour and Relationships Meeting emotional needs Early Years Inclusion Description This is our lead workshop/training day on behaviour and relationship work in schools and other settings and is both a values primer and a practical guide to successful innovative strategies for improving behaviour and strengthening relationships for challenging children and young people of all ages. Not just another day on ‘Behaviour Management’ – our ‘Fresh Approaches to Behaviour and Relationships’ day goes well beyond a rewards and sanctions approach to ‘behaviour’. We will be focused on those young people for whom rewards and punishments do not always work and who confuse the adults who work with them. We aim to take a relationships based approach and to give those attending an opportunity to think more deeply about why young people do the things they do and what our part as adults is in creating, sustaining and changing these behaviours. The day gives those present opportunities to reflect on their attitudes and practice in relation to children’s behaviour and relationship building. If your usual approaches to managing behaviour aren’t working with particular individuals then take a tour through this range of cutting edge strategies for bringing about positive behaviour change, and for meeting challenging emotional needs. Testimonials ‘Thank you so much for the excellent training day you delivered last week. I found the whole experience quite uplifting and inspirational.’ ‘Thought provoking and empowering. Probably the best training day we’ve had in school’ ‘There was already evidence on the first day of school for pupils that staff were adopting a different approach. Thank you so much for helping us to make a difference.’ ‘Today has to have been one of the very best INSET days I have personally been to – full of practical tips and techniques to use in the classroom; and also proof that this approach does work in practice. It really was inspirational and an excellent start to the term.’ ‘Very motivating and exciting course.’ ‘Another fantastic Colin and Derek training session’ ‘Enjoyed this course very much. Derek and Colin worked very hard and I understood it. Thank you.’ Learning Objectives Reinforce and affirm good practice Re-energise, stimulate and challenge thinking about inclusion of challenging young people and children Increased understanding about behaviour and emotions Increased confidence in managing challenging pupils in childcare settings mainstream schools Access to a wider range of practical strategies to impact on behaviour problems Opportunity to reflect on professional attitudes and behaviour towards families and children and young people Learn new skills and processes to make inclusion successful Who Is It For ? Primary and secondary staff teams All Childcare Providers – Out of School club staff/Childminders/Youth Workers Early years and school based practitioners Heads and deputies SENCOs Advanced skills teachers Primary and secondary teachers Year Managers Parents Local authority support services Course Content The course answers the questions: Are there any new ways to include our most challenging young people? Should we focus on behaviour or relationships? How do we go about including high profile children or young people? Can we find an alternative to exclusion? What would a relationship policy look like? The following are some of the key themes and tools we are likely to explore during the day Getting the welcome right for the most challenging Encouraging – getting the best from the most challenging- Circle of Courage – belonging-achievement-generosity – independence Active listening – Listening to the person underneath the behaviour Compass of Shame – which directions do children and young people head when they feel shame? And what helps children work through these feelings in more healthy ways? Involving other children and young people in solutions and interventions – Circles of friends: peer support, counselling and mediation Team Problem Solving – Solution Circles: a 30 minute group problem solving process to get Teams ‘unstuck’ and to generate positive first action steps Circle of Adults: a process that ‘listens deeper’ to generate reflective problem solving creating lasting behaviour change and effective behaviour intervention plans. A particularly valuable process for those looking to enhance their leadership and facilitation skills Restorative justice and restitution: principles and practice of this approach to repairing harm and restoring relationships without reliance on punishment Understanding the effects of Separation, Loss, Trauma and Neglect on children’s learning and relationships in school and what adults can do to reach and support these children

Online Course now available via Teachable Platform – How do People Learn? Learn at your own pace… with text and videos to support your learning experience. Inclusive Education: Neurodiversity Course Presented by Inclusive Solutions  About This Course: Designed for educators, psychologists, and teachers, this course offers an immersive experience in inclusive education strategies specifically for neurodivergent children. Two leading experts—Dennis Rollins MBE, celebrated trombonist and teacher, and Colin Newton, an experienced inclusive educational psychologist—will guide you through practical approaches and proven techniques to improve inclusive education.  Key Benefits of the Course:  Understand learning processes tailored to neurodivergent students with learning differences. Explore dominant psychological models of learning and their practical, real-world applications. Participate in engaging, hands-on activities to reinforce inclusive teaching strategies. Gain strategies to foster motivation, confidence, and a sense of autonomy in learners Meet the Instructors: Dennis Rollins MBE Dennis Rollins MBE is a renowned trombone player and award-winning educator with over three decades of experience. Known for his unique approach, Dennis has collaborated with top artists worldwide and has received prestigious awards for both performance and jazz education.   Some of Dennis’ recognised lifetime achievements are as follows:  Worked with artists such as Jamiroquai, Courtney Pine, Maceo Parker, The Brand New Heavies, Blur, US3 and Monty Alexander. Won BBC Best Band with Badbone & Co, 2006. Trombonist of the Year, British Jazz Awards and Ronnie Scott’s Jazz Awards, 2007. X2 nominated in the 2008 Parliamentary Jazz Awards: Musician of the Year and Jazz Education, winning the latter category. JazzYorkshire Award Best Band for his band Velocity Trio, 2012. British Trombone Society (BTS) Player of the year Award, 2013. Honorary Fellowship from the Royal Welsh College of Music and Drama, 2022. Recently honoured with an MBE, Dennis brings a creative, real-world perspective to teaching music, particularly for learners with complex needs.  Learn more about Dennis Rollins: Dennis Rollins Website   Colin Newton Colin Newton is a seasoned educational psychologist and passionate advocate for inclusive education. With over 40 years in the field, working across the UK and internationally. Colin is known for his passion for promoting the inclusion of all children in mainstream schools, and for his practical applied work around person-centred planning, restorative justice and in-depth problem-solving. His work has inspired a shift toward inclusive practices across the UK, as he brings both experience and innovative thinking to the world of education.  Colin says: ‘Instinctively from an early age I was against children being sent away to boarding schools and later to special schools and settings. Later I was inspired by disabled activists and Canadian and North American inclusionists who were working to change the world of education with radical innovative thinking and approaches - the work was political, social and spiritual - I was in and never looked back!’  Colin’s career has been values-driven, but also practical using applied psychology in training and real-life problem-solving with schools, families and individual children and young people.     Learning Objectives: By participating in this course, you’ll be able to:  Gain a deeper understanding of inclusive learning processes for all children and adults Differentiate approaches to address the emotional complexities of teaching and learning Master techniques to support effective teaching and meaningful learning Explore the role of relationships and engagement in successful learning Analyse psychological models and identify their real-world applications in education Reflect on the practices of outstanding teachers to inspire deeper learning   Course Topics: Learning Through Imitation Learn how social learning theory (Bandura) highlights the power of imitation. Discover how learners naturally gravitate toward peers and key adults as role models, absorbing skills and behaviours. Contextual Learning Explore Jerome Bruner’s view on context in learning. Understand how learning is always connected to a broader context, which makes it meaningful and applicable. Motivation and Structured Steps Discover techniques to ignite motivation in learners. We’ll discuss how structured, step-by-step support and person-centred encouragement can make a profound difference, particularly for those with learning barriers. Building Self-Efficacy in Learners Understand how educators can nurture self-efficacy, encouraging learners to set their own goals and take charge of their learning journey. Who Should Attend? This course is ideal for:  Educators and psychologists aiming to enhance their understanding of learning processes Teachers who want to develop inclusive teaching strategies for neurodivergent and learning-different students Format A dynamic, hands-on workshop blending lectures, real-world insights, and practical exercises. 

Providing Guidance & Support for MHFAiders: giving reassurance they are not alone. Our MHFAider guidance & support forums are tailored to provide MHFAiders with the clarity they need to excel in their role. We believe it's important to offer a safe space for MHFAiders to discuss their role, while staying up to date with the latest best practices and information.